ĐÁNH GIÁ SỰ TƯƠNG TÁC CỦA SINH VIÊN TRONG GIỜ HỌC NGOẠI NGỮ THỜI KÌ GIẢNG DẠY TỪ XA KHẨN CẤP
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này phân tích sự tương tác của sinh viên trong thời gian giảng dạy từ xa khẩn cấp do đại dịch Covid-19. Đối tượng nghiên cứu là 49 sinh viên ngành kinh tế tại một trường đại học ở Tp. Hồ Chí Minh, Việt Nam. Bài viết dựa trên khung nghiên cứu của Moore về ba loại tương tác trong lớp học: người học với nội dung học liệu, người học với giáo viên và người học với người học. Thiết kế nghiên cứu bao gồm bảng hỏi, dự giờ lớp học và phỏng vấn sâu. Kết quả cho thấy tương tác giữa người học và giáo viên là mạnh mẽ nhất, cùng với đó là sự thiếu tương tác giữa các sinh viên với nhau thường xuyên được quan sát trong kết quả nghiên cứu định lượng. Nguyên nhân chính là do sự thiếu tương tác trực tiếp, điều này khiến cho tương tác giữa người học và giáo viên cũng như người học và người học bị hạn chế do những tương tác “giả” khi dạy và học đồng bộ. Bài nghiên cứu cũng đề xuất một số nội dung để tăng tính tương tác trong lớp học trong thời gian giảng dạy từ xa khẩn cấp này.
Chi tiết bài viết
Từ khóa
giảng dạy từ xa khẩn cấp, tương tác, dạy học đồng bộ
Tài liệu tham khảo
Alessia, D. A., & Fernando, F. (2009). Mobile devices to support advanced forms of e-learning. In G. Patrizia (Ed.), Multimodal human computer interaction and pervasive services (pp. 389-407). IGI Global.
Ali, I., Narayan, A., & Sharma, U. (2020). Adapting to Covid-19 disruptions: Student engagement in online learning of accounting. Accounting Research Journal, 34(3), 261-269. https://doi.org/10.1108/ARJ-09-2020-0293
Banna, J., Grace Lin, M. F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. MERLOT Journal of Online Learning and Teaching, 11(2), 249-261.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), Article 2. https://doi.org/10.1186/s41239-019-0176-8
Branch, R., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Association for Educational Communications & Technology.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Deka, P. K. (2021). Factors influencing student engagement in online learning during the COVID–19 pandemic period in India. Journal of Management in Practice, 6(1), 1-16.
Dixson, M. D. (2012). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10, 1-13.
Finn, A. N., & Schrodt, P. (2016). Teacher discussion facilitation: A new measure and its associations with students’ perceived understanding, interest, and engagement. Communication Education, 65(4), 445-462. https://doi.org/10.1080/03634523.2016.1202997
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
Goldman, Z. W., & Goodboy, A. K. (2014). Making students feel better: Examining the relationships between teacher confirmation and college students' emotional outcomes. Communication Education, 63(3), 259-277. http://dx.doi.org/10.1080/03634523.2014.920091
Jones, A. (1999). The Asian learner: An overview of approaches to learning. The University of Melbourne.
Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the online learning climate scale (OLCS). Communication Education, 65(3), 307-321. https://doi.org/10.1080/03634523.2015.1101778
Kayode, E. O., & Teng, T.-L., (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computer Education, 78, 414–427. http://dx.doi.org/10.1016/j.compedu.2014.06.011
King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343.
King, S. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching and Learning, 8(1), 1-18.
La, V.-P., Pham, T.-H., Ho, M.-T., Nguyen, M.-H., Nguyen, P. K.-L., Vuong, T.-T., Nguyen, T. H.-K., Tran, T., Khuc., Q., Ho, M.-T., & Vuong, Q.-H. (2020). Policy response, social media and science journalism for the sustainability of the public health system amid the Covid-19 outbreak: The Vietnam lessons. Sustainability, 12(7), Article 2931. https://doi.org/10.3390/su12072931
Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the Covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
Martin, F., & Bolliger, D. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22, 205-222.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
Liu, H. (2021). Engaging language learners in contemporary classrooms. ELT Journal, 75(2), 232-234. https://doi.org/10.1093/elt/ccab004
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7.
Moore, M. G. (1993). Theory of transactional distance. In K. Harry, M. John & D. Keegan (Eds.), Theoretical principles of distance education (pp. 19-24). Routledge.
Nguyen, N. T. U., & Nguyen, V. L. (2021). Resilience to withstand Covid-19 crisis: Lessons from a foreign language institution in Vietnam. Computer Assisted Language Learning Electronic Journal, 22(2), 40-55.
Nguyen, V. L. (2011). Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective. Australasian Journal of Educational Technology, 27(8), 1413-1436.
Nguyen, V. L., & Pham, A. T. D. (2021). Using synchronous online discussion to develop EFL learners’ productive skills: A case study. The Journal of AsiaTEFL, 18(1), 179-207.
Oraif, I., & Elyas, T. (2021). The impact of Covid-19 on learning: Investigating EFL learners’ engagement in online courses in Saudi Arabia. Education Sciences, 11(3), 1-19. https://doi.org/10.3390/educsci11030099
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-124.
Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14(1), 77-87.
Rubie-Davies, C., Asil, M., & Teo, T. (2016). Assessing measurement invariance of the student personal perception of classroom climate across different ethnic groups. Journal of Psychoeducational Assessment, 34(5), 442-460. https://doi.org/10.1177/0734282915612689
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8, 102-120.
Shisley, S. (2020, May 20). Emergency remote learning compared to online learning. Learning Solutions. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223-245). Routledge.
Thach, P., Lai, P., Nguyen, V., & Nguyen, H. (2021). Online learning amid Covid-19 pandemic: Students' experience and satisfaction. Journal of E-Learning and Knowledge Society, 17(1), 39-48.
Topçu, M. S., Foulk, J. A., Sadler, T. D., Pitiporntapin, S., & Atabey, N. (2018). The classroom observation protocol for socioscientific issue-based instruction: Development and implementation of a new research tool. Research in Science & Technological Education, 36(3), 302-323.
Van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). Equinox.
Vuopala, E., Hyvönen, P., & Järvelä, S. (2016). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education, 17(1), 25-38. https://doi.org/10.1177/1469787415616730
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
Wheeler, L. B., Navy, S. L., Maeng, J. L., & Whitworth, B. A. (2019). Development and validation of the classroom observation protocol for engineering design (COPED). Journal of Research in Science Teaching, 56(9), 1285-1305.
Xiao, M. (2007). An empirical study of using Internet-based desktop video conferencing in an EFL setting [Doctoral dissertation, Ohio University].
Zhang, T. (2020, July 10). Learning from the emergency remote teaching-learning in China when primary and secondary schools were disrupted by Covid-19 pandemic. Research Square. https://digitalcommons.cedarville.edu/education_publications/101
Ali, I., Narayan, A., & Sharma, U. (2020). Adapting to Covid-19 disruptions: Student engagement in online learning of accounting. Accounting Research Journal, 34(3), 261-269. https://doi.org/10.1108/ARJ-09-2020-0293
Banna, J., Grace Lin, M. F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. MERLOT Journal of Online Learning and Teaching, 11(2), 249-261.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), Article 2. https://doi.org/10.1186/s41239-019-0176-8
Branch, R., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Association for Educational Communications & Technology.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Deka, P. K. (2021). Factors influencing student engagement in online learning during the COVID–19 pandemic period in India. Journal of Management in Practice, 6(1), 1-16.
Dixson, M. D. (2012). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10, 1-13.
Finn, A. N., & Schrodt, P. (2016). Teacher discussion facilitation: A new measure and its associations with students’ perceived understanding, interest, and engagement. Communication Education, 65(4), 445-462. https://doi.org/10.1080/03634523.2016.1202997
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
Goldman, Z. W., & Goodboy, A. K. (2014). Making students feel better: Examining the relationships between teacher confirmation and college students' emotional outcomes. Communication Education, 63(3), 259-277. http://dx.doi.org/10.1080/03634523.2014.920091
Jones, A. (1999). The Asian learner: An overview of approaches to learning. The University of Melbourne.
Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the online learning climate scale (OLCS). Communication Education, 65(3), 307-321. https://doi.org/10.1080/03634523.2015.1101778
Kayode, E. O., & Teng, T.-L., (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computer Education, 78, 414–427. http://dx.doi.org/10.1016/j.compedu.2014.06.011
King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343.
King, S. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching and Learning, 8(1), 1-18.
La, V.-P., Pham, T.-H., Ho, M.-T., Nguyen, M.-H., Nguyen, P. K.-L., Vuong, T.-T., Nguyen, T. H.-K., Tran, T., Khuc., Q., Ho, M.-T., & Vuong, Q.-H. (2020). Policy response, social media and science journalism for the sustainability of the public health system amid the Covid-19 outbreak: The Vietnam lessons. Sustainability, 12(7), Article 2931. https://doi.org/10.3390/su12072931
Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the Covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
Martin, F., & Bolliger, D. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22, 205-222.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
Liu, H. (2021). Engaging language learners in contemporary classrooms. ELT Journal, 75(2), 232-234. https://doi.org/10.1093/elt/ccab004
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7.
Moore, M. G. (1993). Theory of transactional distance. In K. Harry, M. John & D. Keegan (Eds.), Theoretical principles of distance education (pp. 19-24). Routledge.
Nguyen, N. T. U., & Nguyen, V. L. (2021). Resilience to withstand Covid-19 crisis: Lessons from a foreign language institution in Vietnam. Computer Assisted Language Learning Electronic Journal, 22(2), 40-55.
Nguyen, V. L. (2011). Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective. Australasian Journal of Educational Technology, 27(8), 1413-1436.
Nguyen, V. L., & Pham, A. T. D. (2021). Using synchronous online discussion to develop EFL learners’ productive skills: A case study. The Journal of AsiaTEFL, 18(1), 179-207.
Oraif, I., & Elyas, T. (2021). The impact of Covid-19 on learning: Investigating EFL learners’ engagement in online courses in Saudi Arabia. Education Sciences, 11(3), 1-19. https://doi.org/10.3390/educsci11030099
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-124.
Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14(1), 77-87.
Rubie-Davies, C., Asil, M., & Teo, T. (2016). Assessing measurement invariance of the student personal perception of classroom climate across different ethnic groups. Journal of Psychoeducational Assessment, 34(5), 442-460. https://doi.org/10.1177/0734282915612689
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8, 102-120.
Shisley, S. (2020, May 20). Emergency remote learning compared to online learning. Learning Solutions. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223-245). Routledge.
Thach, P., Lai, P., Nguyen, V., & Nguyen, H. (2021). Online learning amid Covid-19 pandemic: Students' experience and satisfaction. Journal of E-Learning and Knowledge Society, 17(1), 39-48.
Topçu, M. S., Foulk, J. A., Sadler, T. D., Pitiporntapin, S., & Atabey, N. (2018). The classroom observation protocol for socioscientific issue-based instruction: Development and implementation of a new research tool. Research in Science & Technological Education, 36(3), 302-323.
Van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). Equinox.
Vuopala, E., Hyvönen, P., & Järvelä, S. (2016). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education, 17(1), 25-38. https://doi.org/10.1177/1469787415616730
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
Wheeler, L. B., Navy, S. L., Maeng, J. L., & Whitworth, B. A. (2019). Development and validation of the classroom observation protocol for engineering design (COPED). Journal of Research in Science Teaching, 56(9), 1285-1305.
Xiao, M. (2007). An empirical study of using Internet-based desktop video conferencing in an EFL setting [Doctoral dissertation, Ohio University].
Zhang, T. (2020, July 10). Learning from the emergency remote teaching-learning in China when primary and secondary schools were disrupted by Covid-19 pandemic. Research Square. https://digitalcommons.cedarville.edu/education_publications/101